Professional Documents
Culture Documents
Indices
Indices
1. Introduction
2. Language as communication
2.1. Language definitions and properties
2.2. Spoken and written language
2.2.1. Similarities
2.2.2. Differences
2.3. Communicative competence
3. Factors defining a linguistic situation: sender, receiver, functionality and context (45)
3.1. The roles of the sender and receiver in a communicative act. Types of
communication
3.2. Functions of language
3.3. Influence of the context
4. Conclusion
UNIT 2
1. Introduction
2. Communication in the foreign language classroom
2.1. Kinds of communication according to the directionality of information
2.2. Kinds of communication according to the agents involved
2.3. Particular elements of communication in the foreign language classroom
3. Verbal communication in the classroom
3.1. The Communicative Approach
3.2. Suitable activities
3.3. Role of the agents involved
4. Non-verbal communication: body language, gestures, facial expression, eye contact,
proximity, physical characteristics, surrounding factors
5. Extra-linguistic strategies
5.1. Non-verbal reactions to messages in different contexts
5.2. Strategies to improve communication
6. Conclusion
UNIT 3
1. Introduction
2. The spoken word
2.1. Oral comprehension (listening)
2.1.1. Listening strategies
2.1.2. Listening stages and activities
2.2. Oral expression (speaking)
2.2.1. Speaking strategies
2.2.2. Oral lesson stages and activities
3. The written word
3.1. Written comprehension (reading)
3.1.1. Reading strategies
3.1.2. Reading stages and activities
3.2. Written expression (writing)
3.2.1. Writing strategies
3.2.2. Writing stages and activities
4. Integrating the skills
5. Communicative competence
6. Conclusion
UNIT 4
1. Introduction
2. The importance of mastering foreign languages as an instrument of communication
among people and countries
2.1. The language barrier
2.2. Foreign language and international communication
2.3. Communicative competence
3. Interest in language diversity through the knowledge of a new language and its culture
3.1. Teaching language and culture
3.2. The role of the teacher
3.3. Culture in the primary school
3.4. Developing cultural knowledge
4. Conclusion
UNIT 5
1. Introduction
2. The United Kingdom
2.1. Geography
2.2. History
2.3. Culture and traditions
3. The Irish Republic
3.1. Geography
3.2. History
3.3. Culture and traditions
4. The United States of America
4.1. Geography
4.2. History
4.3. Culture and traditions
5. Other English-Speaking countries
5.1. Canada
5.2. Australia & New Zealand
6. Didactic application of historic, geographic and cultural aspects
6.1. Sociocultural competence
6.1.1. Sociocultural competence through songs
6.1.2. Sociocultural competence through games
UNIT 6
Linguistics contribution to the foreign languages teaching. The process of linguistic learning:
similarities and differences between the acquisition of the first and second languages.
1. Introduction
2. Linguistics contribution to the foreign languages teaching
2.1. Language teaching approaches and methods
2.2. The study of grammar
3. Acquisition of the first and second languages
3.1. First language acquisition
3.1.1. Imitation
3.1.2. Innateness
3.1.3. Cognition
3.1.4. Input
3.2. Second language acquisition
3.2.1. Behaviourism
3.2.2. Innatism
3.2.3. Interactionism
3.3. Similarities and differences between the first and second languages acquisition
4. Conclusion
UNIT 7
Oral foreign language. The complexity of understanding global meaning within an oral
interaction: from hearing to active and selective understanding. Speaking: from imitation to
free production
1. Introduction
2. Listening comprehension: from hearing to active, selective understanding
2.1. Listening process
2.2. Strategies to develop aural understanding
2.3. General principles in listening teaching-learning process
2.4. Training in listening
2.5. Listening activities in the EFL classroom
3. Speaking: from imitation to free production
3.1. Strategies to develop aural production
3.2. General principles in speaking teaching-learning process
3.3. Speaking activities in stages
3.3.1. Lead-in
3.3.2. Presentation
3.3.3. Controlled practice
3.3.4. Free practice and production
4. Conclusion
UNIT 8
The written foreign language. Approximation, maturation and perfect of the process of reading
and writing. Reading comprehension: techniques of global and specific comprehension of
texts. Written expression: from the interpretation to the production of texts.
1. Introduction
2. The written language
3. Learning how to read
3.1. Reading in the mother tongue
3.2. Strategies and skills required
3.3. Stages and activities
3.4. Materials
3.5. Types of texts
4. Learning how to write
4.1. Writing in the mother tongue
4.2. Skills required
4.3. Stages and activities
4.3.1. Practice stage
4.3.2. Production stage
4.4. Writing styles
4.5. Evaluation
5. Conclusion
UNIT 9
1. Introduction
2. Phonetics and phonology
3. The English phonological system
3.1. Segmental features
3.1.1. Consonant system
3.1.2. Vowel system
3.1.2.1. Monophthongs
3.1.2.2. Diphthongs and triphthongs
3.1.3. Semi-vowels
3.2. Suprasegmental features
3.2.1. Stress
3.2.2. Rhythm
3.2.3. Intonation
4. Teaching-learning phonological aspects
4.1. Models and techniques of learning
4.2. Activities for the perception, discrimination and emission of sounds, intonation,
rhythm and accents.
4.3. Phonetic correction
5. Conclusion
UNIT 10
1. Introduction
2. The orthographic code of the English language
2.1. Diachronic study
2.2. Synchronic study
3. Sound-spelling relationship in English
3.1. Classification of writing systems
3.2. Spellings and sounds in English
3.3. Some rules
4. Proposals for the teaching of the written code
4.1. Basis of written code learning
4.2. Five writing sub-skills
4.3. Principles
5. Application of spelling to the written production
5.1. Strategies
5.2. Activities in stages
5.3. Correcting children’s production
6. Conclusion
UNIT 11
Lexical and semantic fields in the English language. Necessary lexicon for socialization,
information and expressing attitudes. Types of activities for teaching-learning vocabulary in
the foreign language classroom.
1. Introduction
2. Lexical and semantic fields in the English language
2.1. Lexis and semantic
2.2. Word classes (lexical categories)
2.3. Structural semantic theory
2.4. Semantic components
3. Lexicon for socialization, information and expressing attitudes
3.1. Socialization vocabulary
3.2. Information vocabulary
3.3. Attitude expression vocabulary
4. Techniques and activities used in teaching and learning vocabulary
4.1. Introducing new vocabulary
4.2. Practising and revising vocabulary
4.3. Learner-centred techniques
5. Conclusion
UNIT 12
1. Introduction
2. The essential elements of morphosyntax
2.1. Morpheme
2.2. Word
2.3. Sentence
3. Elementary communicative structure
3.1. Formal classification of sentences
3.2. Semantic classification of sentences
3.3. Pragmatic classification of sentences
4. Progressive use of grammatical categories to improve oral and written communicative
competence: teaching and learning grammar.
4.1. Grammar and main principles
4.2. Approaches
4.3. Activities in stages
4.4. Factors to contribute to successful grammar learning and teaching
5. Conclusion
UNIT 13
1. Introduction
2. The first methods
3. The psychological tradition methods
4. The communicative approach
4.1. Theoretical framework
4.2. Methods
4.2.1. Humanistic tradition methods
4.2.2. The second language acquisition methods
5. Recent techniques
6. Conclusion
UNIT 14
1. Introduction
2. The communicative competence
2.1. Theoretical framework
2.2. Methods
2.2.1. Humanistic tradition methods
2.2.2. The second language acquisition methods
3. Specific methodological basis for language teaching
3.1. Approach
3.2. Design
3.3. Procedure
4. Conclusion
UNIT 15
Most suitable literary periods, authors and genres for the didactic application in the English
classroom.Typology of texts.
1. Introduction
2. Literature and its interpretation
3. Selection criteria of literary works with the students
3.1. General aspects
3.2. Our pupils’ needs and abilities
3.3. Linguistic and stylistic level
3.4. Amount of background information required
3.5. Educational and follow-up potential
3.6. Use of stories in the classroom
4. Suitable periods, authors and genres for the foreign language classroom
4.1. Periods
4.2. Authors
4.3. Genres
5. Typology of texts
6. Conclusion
UNIT 16
UNIT 17
Songs as a poetic vehicle and as literary creation in the classroom. Song typologies. Techniques
for the use of songs for phonetic, lexical and cultural learning.
1. Introduction
2. The musical, poetic and literary value of songs
3. The importance of song in the second language classroom
4. The typology of songs
4.1. Action songs
4.2. Traditional songs
4.3. Pop songs
5. Techniques for the use of songs for lexical, phonetical and cultural learning
5.1. The role of the teacher
5.2. Vocabulary through songs
5.3. Grammar through songs
5.4. Phonetics through songs
5.5. Socio-cultural aspects through songs
6. Conclusion
UNIT 18
Role of games and creativity in the learning of foreign languages. Definition and typology of
games for linguistic learning and improvement. Games as a ludic technique to gain
communicative competence in a foreign language.
1. Introduction
2. Role of games and creativity in the learning of foreign languages
3. Definition and classification of games used in language teaching
3.1. According to the groupings
3.2. According to the relationships
3.3. According to the techniques
3.4. According to the learning aims
3.4.1. Linguistic (accuracy)
3.4.2. Communicative (fluency)
4. Games as a ludic technique to gain communicative competence
5. Conclusion
UNIT 19
1. Introduction
2. Animation and expression techniques as a resource for foreign language learning
3. Dramatisation of real life situations. Storytelling, personalities, jokes, etc.
3.1. Essential elements
3.2. Planning and timming
3.3. Dramma techniques
3.4. Daily life situations and role plays
3.5. Evaluation
4. Group work in creative activities
5. The role of the teacher
6. Conclusion
UNIT 20
The foreign language area in the curriculum. Education school Project and curriculum school
Project criteria.
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